My San Bartolo
Colegio San Bartolomé La Merced, founded in 1941, has had a rich history full of achievements and challenges. On February 16 of that year, the first solemn mass was celebrated, marking the beginning of an era of success and growth for the institution. In its early years, important infrastructures and activities were established, such as a library adapted to the needs of the country and the students, a Scout movement that fostered love of country and service to others, and the first pedagogical outings.
Throughout its history, the school has promoted religious, athletic, and cultural values through various celebrations and events.
Among the most important celebrations are the solemn feasts in honor of St. Ignatius and St. Francis Xavier, founders of the Society of Jesus, national holidays and civic and cultural events.
The school mayorships have also been a scenario of great importance for the Bartolini students, who exercise their democratic right by electing their candidates. In addition, activities such as the Encounters with Christ, the Social Action Formation program FAS, which includes service in neighborhoods, the Ignatian Formation project, Mission Camp and Missionary Childhood, which seek to promote the integral growth of students and help those most in need.
On the other hand, Colegio San Bartolomé La Merced has actively participated in national and international academic events, adapting its educational methods to the changing needs of each era.
Today, Colegio San Bartolomé La Merced continues to move forward with a firm commitment to educational excellence and service to others.
Remember that we are located in the center-east of the city of Bogota, near the National Park “Enrique Olaya Herrera” on Carrera 5 # 33B - 80.
“Be more to serve better” (San Ignacio de Loyola).
As an evangelizing work we will be an educational community that forms and accompanies global citizens, with integral excellence, committed to the care of the common house, in a culture of fraternity and social charity, working in a network with the works of the Society of Jesus. (2021-2025)
We have the human and professional talent of those who make up the educational community, with the teaching of the Catholic Church, the guidelines, the experience and educational tradition of the Society of Jesus, the Colombian legal framework, the international bilingual curriculum Cambridge with a innovative studies plan focused on competencies and skills, management systems, physical and technological resources.
The school offers spiritual and academic training, the availability of competent human talent, physical, financial, technological resources, compliance with current legislation and continuous improvement of its processes, which allow their permanence, sustainability and development.
Design, planning and provision of the formal education service in the levels of preschool, basic and middle, taking into account the management macroprocess, training, human and administrative and financial talent; The respective requirements defined by the Bartolinas families, the Acodesi school network, the applicable current legal regulations (Decree 1075 of 2015) and quality (NTC ISO 9001: 2015).
Non -applicability of numeral 7.1.5.2 Traceability of measurements, taking into account that measurement equipment is not necessary to determine the compliance of the service with the applicable specifications.
As believers in Jesus Christ and constructors of his kingdom we promote in a priority the following values:
Honesty
Justice
Service
Compassion
Commitment
I respect
Solidarity
Integral Formation
Colegio San Bartolomé La Merced, faithful to the educational mission of the Society of Jesus, is committed to form men and women with and for others, capable of responding to current challenges from a deep social, ethical and spiritual awareness. The educational proposal of the institution seeks not only the academic development, but also the integral formation of its students, focusing on cultivating Ignatian values that encourage them to transcend their own interests and put their talents at the service of the common good.
In a world facing complex social, environmental and economic challenges, the school assumes the responsibility of preparing its students to confront these realities with a critical spirit, supportive leadership and a deep sense of justice, with innovative and committed solutions. Thus, each student is invited to find the Magis Ignaciano in their daily actions, always striving to be better, both in their academic skills and in their social responsibility, and directing their efforts towards the construction of a more just and equitable society.
This commitment is reflected in the integration of active methodologies, interdisciplinary projects and the focus on personalized education, which allow students to critically and creatively confront current problems, becoming agents of change and leaders in the service of others. In this way, Colegio San Bartolomé La Merced responds to the Ignatian mission of forming people who meet the challenges of our time, working for a more human and fraternal future.
This proposal is concretized in four pillars that support the integral and integrative formation and are the hallmark of our institution, these are:
The Society of Jesus was founded by Ignatius of Loyola in 1541. The spiritual experience of Ignatius of Loyola gave rise to the Spiritual Exercises, the living source of Ignatian pedagogy.
We present an educational process centered on the person, with a renewed vision that harmoniously develops their skills, enhancing the complex capabilities that allow them to think and act in various areas for the understanding and transformation of their reality. This approach allows each human being to discover and develop their own vocation, enhancing their capabilities and overcoming their limitations. We form human beings capable of exercising their freedom and integrating themselves into the community to serve it.
It is the pedagogical way of proceeding according to the tradition of the Society of Jesus. It ensures the permanent personal accompaniment of students by teachers and active learning through five moments: context, experience, reflection, action and evaluation.
It is the way of structuring and carrying out the work according to Ignatian leadership, integrating the current regulations. This approach, in dialogue with the quality management system, seeks to provide a human service that leads us to transform and transcend in people's lives.
It is essential that you know the process of integral formation from the dimensions of being, which is conceived from the development of 8 dimensions: ethical, socio-political, communicative, affective, cognitive, corporal, spiritual and aesthetic.
1. Ethical Dimension: It orients the student to make decisions and attitudes with responsibility, in an autonomous and free manner.
2. Sociopolitical Dimension: Forms citizens who contribute to transform their environment.
3. Communicative Dimension: Stimulates the student to establish meaningful relationships and interact with others.
4. Affective Dimension: Promotes personal and social harmony, the expression of feelings and emotions.
5. Cognitive Dimension: Challenges the subject to understand and transform reality through conceptual reasoning.
6. Corporal Dimension: Promotes the acceptance and development of the corporeality.
7. Spiritual Dimension: develops the ability to transcend and find meaning in life.
8. Aesthetic Dimension: Promotes sensitivity to appreciate and express beauty.
Our goal is to form conscious, competent, compassionate and committed young people:
- Conscious: They know and experience society and its imbalances.
- Competent: They possess a solid academic background.
- Compassionate: They open their hearts to show solidarity.
- Committed: They are committed to social and political transformation.
Ignatian Pedagogy: Our pedagogical model responds to key questions such as what we teach, how we teach, who participates in this process and how we evaluate what we teach. These questions are integrated in a transdisciplinary way with the functional areas of formation (welfare, pastoral and academic), which constitute the missionary pillars of the educational process. This formative process is organized in cycles that favor the integral formation of the students.
The main actors of this model are the families, teachers, educational support personnel and, at the center of our proposal, the students. They are the focus of our attention and efforts.
The pedagogical model is structured in study plans, programs and projects, both our own educational proposal and those established by current regulations. Through these, we consolidate the essential knowledge that students must master throughout their formative process.
The teaching-learning process is nourished by the principles of personalized education, Ignatian pedagogy and the contributions of various sciences and contemporary methodologies. These tools allow the student, as the protagonist of his learning, to develop competencies under the guidance and accompaniment of the teacher.
In didactics, the principles, moments and instruments of personalized education and Ignatian pedagogy are contemplated. Likewise, the academic areas are harmoniously articulated with the educational proposal through their specific didactics, guaranteeing coherence in the formative process.
Evaluation is conceived as a continuous process in which teachers, students and families participate, with the purpose of appreciating, valuing and accompanying the academic, personal and social processes as well as their results. This comprehensive approach seeks to promote the complete development of the student. For this purpose, self-evaluation, co-evaluation and heteroevaluation are used, encouraging constant reflection on our educational practices.
They allow to address the objectives of the areas of formation: Welfare, pastoral and academic, also have the theoretical and pedagogical foundations found in the PAIM (comprehensive learning process), the curriculum for preschool by PEPPA area; programs and projects that meet the guidelines of the General Law of Education, its regulatory decrees and resolutions, curricular guidelines and standards, and ACODESI.
Cycle I (Preschool): it is approached from four areas of formation: exploration, communication and language, relational and corporal areas, based on art, play and literature.
Cycle II (Grades 1-3): The implementation of the formal areas of knowledge is given through the development of a comprehensive curriculum organized in training areas (area of virtues, letters and the body) and skills within each area (communicating, inquiring, reasoning, creating, feeling, discerning and transcending), as well as its application from the establishment of challenges of care for the common home, self-care and sustainable development.
Cycle III (Grades 4-5): The implementation of the curriculum of the formal areas of knowledge is developed through a comprehensive curriculum organized into areas of formation (area of virtues, letters and the body), as well as skills within each area (communicate L1, communicate L2, logical-mathematical thinking, computational and programming thinking, empirical-technological inquiry, critical-social inquiry, discern and transcend, create and feel). Affective, physical, motor and intellectual autonomy.
Cycle IV (Grades 6-8) - Cycle V (Grades 9-11): The implementation of the curriculum is developed through the areas of Magis community, skills to learn and continue learning, more flexible knowledge and Ignatian leadership and skills in each of the areas such as discerning and transcending, communicating, reasoning, global economics, programming, natural environment (biology, physics and chemistry) social environment (time, territory and politics) and ethical, philosophical and literary environment. The Leadership domain is composed of three learning categories: (Ingenuity, Pathway and Service). Development of autonomy and leadership attributes.
At Colegio San Bartolomé La Merced, active methodologies that promote collaborative work and curricular integration are implemented in each educational cycle. These methodologies seek to generate meaningful, interdisciplinary and contextualized learning.
In Preschool and Cycle 2, the focus is on challenges related to the students' immediate environment, favoring dialogue and research based on the children's natural curiosity. These challenges allow students to explore everyday problems from different areas of knowledge, promoting the development of investigative and creative skills.
In Cycle 3, the STEM (Science, Technology, Engineering and Mathematics) methodology is integrated, which reinforces analytical, critical and creative thinking through the resolution of concrete problems and the use of technology as an educational tool.
For Cycles 4 and 5, the school is committed to interdisciplinary projects, where different areas of knowledge are integrated to address complex issues from multiple perspectives. These projects promote a holistic vision of learning, helping students to connect knowledge and apply it in real situations, developing transferable skills.
In addition, the school encourages work from scenarios and narratives, which allows students to build knowledge from practical experiences, integrating areas of knowledge, their experiences and the situations that impact our contexts.
Gathering the experience of training throughout school life, we intend to: From the pillars of the educational proposal of the Society of Jesus, inspire children and young people to build integral life projects; expand their abilities to discern their learning, reason critically, inquire, communicate, feel and create; inspire them to take on the challenges of self-care, sustainable development and care for the common home; to form global citizens, agents of contemplation and action that build a full and dignified world in the XXI century.
Internationalization
San Bartolomé La Merced is a National Bilingual School with an International Curriculum of the University of Cambridge that promotes a Bilingual Education program in which the interaction between the two languages, the mother tongue (Spanish) and the second language (English), are of equal importance, playing a fundamental role in the development of interculturalism. One of the missions of the PEB is the internationalization of the school, which is carried out through various actions such as standardized tests (English and curriculum), immersion programs, summer camps and international agreements.
Immersion programs promote the exchange of experiences between Colombian and English-speaking cultures, fostering sensitivity to cultural diversity and global thinking. They take place in Canada in 5th grade, in England in 7th grade, in New Zealand in 9th grade and in Dubai in 10th and 11th grades. Likewise, our students have the opportunity to attend summer camps such as: “STEAM” in Canada, “French” in France and “English with a Family” in the United Kingdom.
On the other hand, within the international agreements, we offer our students the possibility of obtaining a Canadian bachelor's degree through the Dual Degree Program (IdD) and obtaining scholarships to study in universities in the USA through Education Abroad Latin America (EALA). All of the above enables the development of global citizens.
For more information, please call
Marks that accredit us
